Motivation and Second Language Learning

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Test Battery (AMTB). The results of the research suggest a clear correlation between integrative motivation and achievement and between integrative motivation and motivational behavior (Gardner 1979, 1985, 1988; Gardner and Lambert 1959).

Some research has confirmed Gardner’s claim that integrative motivation is a key component in second language acquisition. Csizér, & Dörnyei (2005) study on Hungarian students learning ESL concluded that integrative motivation was the single most important factor in shaping the students’ second language motivated behavior.

Engin (2009) research found that integrative motivation and the achievement of second language learning appear to be correlated. There is a close relationship between the students’ success and “instrumental motivation”. However, “instrumental motivation” is not as effective as “integrative motivation” for second language learning success. The study claims that this is thought to be because instrumental motivation derives from a pragmatic approach while Integrative motivation depends on personal willingness and desire to achieve something.

Other research has contradicted Gardner’s finding. Dörnyei (1990) formed a motivational questionnaire with the purpose of researching the components of motivation in foreign-language learning. The results of the study indicated that integrative motivation was weaker than instrumental motivation for predicting proficiency.

Attitudes play an important role in motivation

Dörnyei (1998) conducted a study on 50 secondary pupils in various schools in Budapest and found that negative attitudes towards the target language as well as negative attitudes towards the second language community demotivated students in their language studies. This shows that attitudes are strongly related to motivation in a second language learning context.

Donitsa-Schmidt et al. (2004) research on Israeli students learning Arabic as a second language confirms that the students’ attitudes towards the language and culture were found to be a significant predictor of their desire and motivation to continue studying Arabic.

Daguo, L. (2006) research on Chinese students learning English demonstrated that positive and negative attitudes seemed to have differential effects on the students’ willingness to interact with the British and therefore their motivation to learn.

References:

Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology, 13(4), 266-272.

Gardner, R. C. (1985) Social Psychology and Second Language Learning. London: Edward Arnold.

Gardner, R.C., & MacIntyre, P.D. (1993). A student’s contributions to Second Language Learning. Part II: Affective variables. Language Teaching, 26, 218-33.

Crookes, G., & Schmidt, R. W. (1991). Motivation: reopening the research agenda. Language Learning, 41, 469–512.

Hudson, G. (2000). Essential Introductory Linguistics. London: Blackwell Publishers.

Csizér K., & and Dörnyei Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36.

Dörnyei, Z. (1990). Conceptualizing motivation in Foreign-Language Learning. Language Learning, 40(1), 45-78.

Dörnyei, Z. (1998). Motivation in Second and Foreign Language Learning. Language Teaching Research, 31, 117-35.

Donitsa-Schmidt, S., Inbar O., & Shohamy E. (2004). The Effects of teaching spoken Arabic on students’ attitudes and motivation in Israel. The Modern Language Journal, 88(2), 217-228.

Egnin, A. (2009). Second language learning success and motivation. Social Behavior & Personality: An International Journal, 37(8), 1035-1041.

Noels, K. A., & Pelletier, L. G. (2000). Why are you learning a second language? Motivational Orientations and Self-Determination Theory. Language Learning, 50(1), 57.

Weiner, B. (1992). Human Motivation: Metaphors, Theories, and Research. Newbury Park, CA: Sage Publications

Tremblay, P.F., & Gardner, R.C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505-518.

Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327-355.

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Fiore, D. (2003). Introduction to educational administration: standards, theories, and practice. Larchmont, NY: Eye on Education Inc.

Thompson, D. P. (1996). Motivating others: creating the conditions. Princeton, NJ: Eye on Education Inc.

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